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"Nursing is centered on caring for and respecting human beings, including those who are detained or incarcerated and those who are under legal supervision in the community. Correctional registered nurses provide evidence-based nursing care, as well as advocacy, health education, and prevention this diverse and often underserved practice population. Correctional nurses face complex demographics and unique health, ethical, legal, and social challenges. In 2018, the American Nurses Association (ANA) convened a volunteer work group of correctional nurses to review and revise the 2013 Correctional Nursing: Scope and Standards of Practice, Second Edition. This new edition's scope of practice addresses what is expected of all correctional nurses, specifying the who, what, where, when, why, and how of their practice. The detailed discussion of that scope of practice provides the context needed to understand and use the standards, presenting the underlying assumptions, characteristics, environments and settings, education and training requirements, key issues and trends, and ethical and conceptual bases of the specialty. The 16 standards themselves are those by which all correctional nurses are held accountable for their practice. Each standard is measurable by a set of specific competencies that serve as evidence of minimal compliance with that standard. In addition to correctional nursing practitioners, educators, and students, the Correctional Nursing: Scope and Standards of Practice, 3rd Edition, will also be useful for other nursing professionals and allied healthcare providers, researchers, and scholars. In addition, it will be of interest to others involved in the correctional industry, including employers, insurers, lawyers, regulators, policy makers, and stakeholders"--

Nursing specialization involves focusing on nursing practice in an identified specific area within the entire field of professional nursing. A defined specialty scope of practice statement and standards of professional practice, with accompanying competencies, are unique to each nursing specialty. These documents help assure continued understanding and recognition of nursing's diverse professional contributions. The purpose of this article is to demystify the process for specialty nurses who are creating or revising their specialty nursing scope and standards of practice. We provide best practices for the developmental process based on our recently published scope and standards of specialty nursing practice. The conclusion provides strategies to disseminate scope and standards documents to appropriate stakeholders.

"The Intellectual and Developmental Disability Nursing: Scope and Standards of Practice, 3rd Edition, is an essential document for every intellectual and developmental disability nurse practicing in the United States. The scope of practice statement answers the who, what, when, where, how, and why questions of intellectual and developmental disability nursing. The standards provide authoritative statements of the actions and behaviors that all registered intellectual and developmental disability nurses are expected to competently perform, regardless of role, population, specialty, and setting. The product of extensive thought work by many registered nurses, this new edition provides 17 national standards of practice and professional performance. Each standard is accompanied by detailed competencies for the three practice levels. This premier professional resource informs and guides intellectual and developmental disability nurses in their vital work providing safe, quality, and competent care. It is a must-have for every registered intellectual and developmental disability nurse"--

While the issue of standards has received attention from analysts in science and technology studies, this attention has tended to focus on either units of measurement or compatibility standards. Much less attention has been devoted to equally important standards of practice. These are the procedural or process standards which govern how technologists go about designing and constructing artifacts. Such standards have a substantial documented history in the form of engineering codes of practice. As the embodiment of judgments rendered by a particular community of technological practi tioners, these standards both reflect and shape the exercise of practitioner judgment. This article explores both these functions through examples drawn from structural and software engineering. These examples yield insights regarding both the role of formal procedural standards in technological practice and the unusual nature of software technology.

Standards of practice for postsecondary special needs programmes are an important element to determining programme effectiveness and programme successes. A number of groups have now suggested practice standards for postsecondary special needs programmes. We amalgamated these suggested practices and queried Ontario students and administrators regarding their opinion of these practice standards. Overall, strong support for most suggested practices was found among students and administrators. However, administrators less strongly supported practices that required enhanced funding, staffing and resources. In addition, students less strongly supported practices that could reduce individualized programming and increase time commitments. Administrators pointed out barriers to achieving practice standards. Time commitments, workload, funding, unclear working definitions (i.e., standards for transition, disabilities) and institutional policy constraints were barriers to achieving suggested practice standards. ; Les normes qui régissent les pratiques des programmes adaptés du niveau postsecondaire représentent un élément important dans la détermination de l'efficacité de ceux-ci et de leur succès. Un certain nombre de groupes ont suggéré des normes de pratique pour ces programmes éducatifs spéciaux. Nous avons regroupé ces pratiques suggérées et avons interrogé des étudiants en Ontario ainsi que des administrateurs afin d'obtenir leur opinion sur ces nonnes de pratique. En général, un soutien important à l'égard de la plupart des pratiques suggérées a été noté parmi les étudiants et les membres de l'administration. Toutefois, les administrateurs ont réservé un accueil moins enthousiaste aux pratiques qui nécessitent une augmentation du financement, du personnel et des ressources. De plus, les étudiants ont moins bien accueilli les pratiques qui seraient susceptibles de réduire les programmes personnalisés et qui augmenteraient leur investissement en terme de temps. Les administrateurs ont précisé les obstacles à la réalisation de ces pratiques; les barrières identifiées pour leur mise en place furent : l'investissement en terme de temps, la charge de travail, le financement, des conditions de travail mal définies (c'est-à-dire les normes de transition, d'incapacités) et les contraintes des politiques institutionnelles.

This article describe the 2‐year process used to develop the Uniform Standards of Court‐Connected Child Custody Mediation in California recently adopted by the Judicial Council of California. The text of the adopted Uniform Standards is incorporated in this article.